A Study Start for Everyone with an Emphasis on a Safe Learning Environment and Good Relations
With a strong emphasis on building good relations in a safe environment, the Faculty of Business and Social Sciences has just completed this year's introduction days for new bachelor's students with very positive results.
The Faculty of Business and Social Sciences has a joint concept for study start with an emphasis on both academic and social integration. The study start for all bachelor's programmes is divided into three phases, encompassing the faculty's online study start course 'How to Uni', the Campus Introduction days, and various initiatives during the first semesters. Based on this joint concept, each campus has developed a study start programme tailored to local conditions and individual study programmes.
Engaged Tutors Prepared for the Task
The most important players during the study start are the tutors, who play a crucial role in achieving the objectives of a successful study start. Each tutor is an older student from one of the faculty's study programmes. The study start tutors at the Faculty of Business and Social Sciences undergo tutor training to prepare them for their important role. The older students' understanding of their role as tutors has a significant impact on the new students' experience feeling welcome. In the evaluation, a remarkable 97% of new students in Odense report that the tutors were welcoming and engaged with them. This underscores the positive collaboration with the many dedicated tutors.
”What has been particularly great during my study start is that the tutors have been so good. They have been fantastic and really helped us come together and do some cool exercises that were relevant for us to bond as a group
Strengthening the Introduction Days
In recent years, there has been a focused effort to improve the quality of the content of the introduction days, with a particular emphasis on creating an academic social community. The activities during the introduction days should serve a purpose beyond just having fun. Activities are therefore chosen with a view to the students' need to establish good social relationships in a community based on their shared academic interests. The purpose of the introduction days is to create a framework with less emphasis on partying and alcohol and more focus on well-being and feeling safe when adapting to the new environment.
The study start should be for everyone. This means that we structure the programme within certain frameworks characterized by predictability in the schedule and clarity in the social organization within study groups and exercise groups. This is essential for some and very beneficial for most.
”The introduction days have been beyond expectations! I have felt very comfortable throughout it all, and the fact that we were placed in our study groups right from the start was wonderful!
Well-being and Safe Environment
One of the most encouraging results from the evaluation in Odense is that 96% of the new students have had a positive impression of their fellow students and 95% have indicated that they felt comfortable and found it pleasant to participate in the introduction days. This indicates a healthy social environment and a positive attitude among the students.
91% of the new students in Odense state that they have gained knowledge about where they can meet fellow students and expand their network. This indicates that the programme for the introduction days has succeeded in creating opportunities for social interactions and networking.
”It has been nice that nothing was uncomfortable, and consideration was given to all types of people. It was nice to have lunch with your group, so you had people to be with. All in all, a good and safe way to start university.
Expectations
The study start also aims to prepare new students for their new environment and guide them in the transition from being a pupil to being a university student. Expectation management are structured to reinforce students' belief in their abilities and possibilities for academic success.
Overall, these positive results reflect the faculty's commitment to creating a positive start to studies, where building good relations in a safe learning environment is central.
”I was happy to be introduced to the study group and the introduction to our courses; it created motivation among students and felt well-thought-out.
Below are described some good examples of activities that help to support the objectives of the study start.
Good Examples of Study Start Activities at the Faculty of Business and Social Sciences
Economics and Business Administration in Kolding
Focus on the programme's competencies in collaboration with companies
Every year, a local company participates in the study start at SDU in Kolding, presenting a case. This year, Nic Christiansen Group participated, addressing the customer journey across various humanities and social science programmess in a joint presentation.
Subsequently, students on each programme worked on their specific aspect of the customer journey with their lecturers. These different tracks included branding, data, and organizational aspects. Finally, the various programmes presented their work to each other.
The purpose is to provide new students with a natural connection to local companies through case work, making them aware of the skills they need to develop during their three-year programme.
Students learn more about their own and others' expertise, and lecturers can draw connections to the case work throughout the entire first semester.
Mentoring for study groups on Economics
On Economics in Odense, group sessions are held with the new students. A mentor who is a faculty member at the department is assigned to one or two study groups of first-year students. The mentor meets with each study group twice per semester. The meetings are intended as informal conversations between staff and students. Each meeting is expected to last 1-1.5 hours. The conversation is structured based on a conversation guide.
Economics and Business Administration in Odense
Focus on the connection between competencies and career paths
During the introduction days, the new students have had the opportunity to meet older students who have shared their experiences on how the programme has equipped them to handle concrete challenges in the business world, both in terms of part-time jobs and entrepreneurship.
Building upon the presentations by the older students, the new students, guided by a career and employability consultant, have collectively reflected on the skills they will develop during their studies.
Results from the evaluation of the study start in Odense:
- 95%: I have received sufficient information about the study start
- 97%: I found the tutors to be welcoming and committed to us
- 90%: The introduction days have contributed to me feeling comfortable on the programme
- 95%: I felt comfortable and in a safe environment during the intro days
- 96%: I have had a positive impression of my fellow students
- 84%: I have built up relations with a group of fellow students that I know and am comfortable with
- 93%: I have a basic knowledge of the programmes structure and academic content
- 87%: The introduction days have contributed positively to my belief that I can become a good student
- 95%: I know where to go if I need help and guidance
*Percentage indicates the proportion of students who answered completely agree or agree